A Sampling of Types of Formative Assessment

Formative Assessment: "Formative assessment is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to
improve students' achievement of intended instructional outcomes. (CCSSO)

Type

Conferencing/
individual/small
group
Discussion

Exit slip/admit
slip

Four corners

Games

Explanation
The teacher meets with students to discuss a
specific targeted skill. The teacher can record
the students progress toward the standard and
what is the next step for them.
The teacher asks targeted questions and records
informally student responses. This can be done
whole group, small group. Later this information
can be transferred to the students grade pages
When students enter or begin the lesson, they
are presented with the goal for the lesson. At
the conclusion, they complete a brief simple
assessment that the teacher can use to assess
their skill level on the goal and what they need
to do next.
Corners are labeled: Strongly agree, agree,
disagree and strongly disagree. Present a
controversial statement and have students go to
the corner that best fits their opinion. Students
then pair up to discuss why they feel as they do.
Teacher circulates and records comments. Next
there can be a whole group discussion, where
opinions are defended and or students can
return to their desks to write a brief defense of
their opinion.
As students play the game, the teacher
circulates with a clip board and records
individual observations on student skills. This
information will drive later small group lessons.

Examples / Suggestions

Additional
information

Video example:
http://www.youtube.com/watch?v=Pad1eAcs
Hho
Good feedback video also!
Propose an alternate ending to the book.
Bloom question
Defend your change with information from the stems
book and what you know about the characters.
Name as many geologic periods as you can.
Extension: Put them in the correct order
Struggling : Provide the first letters or other
hints

http://wblrd.sk.ca/~b
estpractice/exit/reso
urces.html

As a class, study the available information on

Global Warming. Next present the following
question:
The planet Earth is getting warmer and we
must make immediate changes in our behavior
to prevent disaster.
Have students select their corner and work to
create a presentation with support data

http://debbiedespirt.
suite101.com/fourcorners-activitiesa170020

As students play Contig , the teacher circulates

around the room, recording on a clipboard at
what skill level students are playing the game.
Are they just using addition, or are they using
multiple steps.

Mathwire.com has
the game board and
explanation of the
game.
http://mathwire.com
1

Type

Explanation

Examples / Suggestions

The teacher presents a variety of graphic

organizers and allows students to choose from a
sample to demonstrate their knowledge on a
given standard. As they work, the teacher can
circulate around the room and discuss choices
with the students. This information, along with
the final product can drive further learning.
Students record their answer to a given question
on their white boards. On the teachers signal,
the students raise their boards so the teacher
can see if they arrived at a reasonable answer.
This would drive later small group work.
This assessment requires students to
incorporate movement to demonstrate their
understanding. The teacher can make notes on
their understanding for further learning.

Students use a Venn Diagram to compare and

contrast the books Polar Express and Silver
Packages.

Laundry Day

This is a student self-assessment where they

select a group with which to study for a
summative assessment. Previous class work can
also be used as criteria.

Learning/
Response logs

Students maintain a log where they record their

learning, or respond to a lesson regarding their
understanding.

Observations

The teacher walks around the room as students

are engaged in an activity. There is a specific skill
that is being addressed and the teacher will
record what she/he sees on informal notes to be
transferred to the students grade pages to drive
further instruction.

There are 4 groups : Tide(Those who feel they

are drowning in information); Gain(understand
basics but missing some key parts; Bold(fairly
confident, just some missing details)Cheer
(sure of success , looking for enrichment)
The teacher collects all or some of the logs
after students have completed a task. Students
will comment on their level of comfort with
the information, as well as what was learned
and what questions they may still have.
Students are working on a math challenge
requiring using manipulatives to determine
various equivalent fractions. The teacher will
walk around and record what is observed, who
demonstrates mastery and who needs more
support. Suggestion: Create a sheet with
student names down the left and open slots at

Graphic
organizers

Individual white
boards

Kinesthetic
assessment

The teacher posts a question, such as how

many cups in 2-1/2 quarts. Students record
their response, and when requested, show
their answer. Teacher notes students who are
having difficulty.
Math: Create a graph on the classroom floor,
in the hall or in the gym and have students
locate coordinates by moving to them. Begin
with small groups or pairs.

Additional
information
http://www.eduplac
e.com/graphicorgani
zer/pdf/venn.pdf

Alternate white
boards can be
cardboard in a clear
page sleeve or
shower board.
http://www.ehow.co
m/list_7793126_idea
s-learning-throughmovementclassroom.html
http://wvde.state.wv
.us/teach21/Laundry
Day.html
http://www.busyteac
herscafe.com/literac
y/readers_response.
html
http://www.nycompr
ehensivecenter.org/d
ocs/form_assess/For
mAssessObsLessonPl
anTool.pdf

Type

Practice
presentation
Projects

Questions

Self/peer
assessment

Explanation

Students practice a presentation model, with

peer feedback. They are working on verbal work
as well as presentation skills and demonstrating
knowledge on the subject matter.
Students demonstrate knowledge on a specific
set of standards by presenting information to
the entire group. A rubric is given prior to the
creation of the presentation and the student/
group is evaluated via this document. Further
small group lessons will be created as a result of
this information
Challenge students to demonstrate higher level
thinking by asking challenging questions such as
asking them to explain, justify, imagine or
defend.

Students reflect on their learning, and assess

where they are in the continuum. Students can
also be used a peer evaluators, explaining how
they feel a product reflects what was expected.(
NOTE: Students must be extensively taught this
skill!)

Examples / Suggestions
the top. List the standards being addressed
with a given activity, then use a system to
record those having difficulty and those who
need more of a challenge. Those not marked
show mastery. Transfer data to student record
sheets later. Create the next day plan from the
results.
Create a standards based rubric that students
see before they prepare and as they peer
evaluate.
Create a standards based rubric that students
see before they prepare and as they peer
evaluate.

As I See it
Determine the number of rows you would like
on the template. Create and enter in the
sentence stems on the template.

Additional
information

http://www.readwrit
ethink.org/files/reso
urces/printouts/3070
0_rubric.pdf
Example rubrics
http://www.teachnology.com/web_too
ls/rubrics/

Bloom question
stems
http://tpri.wikispaces
.com/file/view/052Bloom-1617+Stems+for+Instru
ction.pdf

1. Examples of types of sentence stems

a.
Personal Statements
o When I read this, I imagine that
o I was most impacted by
3

Type

Explanation

Examples / Suggestions
b.

Explanatory Statements
o The angle changes because
c.
Prediction Statements
o Based on the data, I predict
d.
Confusion Declarations
o After today, I am still confused
about
2. Make and distribute enough copies for
each student.
3. Ask students to express their knowledge or
opinions using the stems.
4. Discuss what students have discovered
about their own opinions or levels of
knowledge.

Short quizzes

Students respond to a prompt or a few targeted

questions. They receive feedback promptly with
directions for what they will do as a result of the
outcome.

For multiple choice quizzes, have a double

answer key (vertical fold) and have them
record them twice. Students turn in 1 copy and
keep the other for discussion as you go over
the answers immediately after they have
finished.

Think pairshare

The teacher presents a question (higher level,

standard targeted). Students have 20 -30
seconds to think on their own. On a signal, they
turn to a partner and discuss their thoughts for
approx. 1 minute, and finally they share with the
class for discussion.
Students use visuals, such as drawings,
diagrams, photos, maps or 3 D creations to
demonstrate understanding of a standard. This
may be an ongoing sort of assessment where
the teacher may question the student for
further definition.

Hand signals, perhaps with a quiet sound

signal, can be useful for this activity. A closed
fist for think, crossed fingers for pair, and an
open palm up for share.

Visual assessment

Additional
information

http://olc.spsd.sk.ca/
DE/PD/instr/strats/th
ink/

Students create a Doodle Art as they watch

an educational video. They are to write
important vocabulary and draw visuals to help
demonstrate what they learned. They can
share their Doodle Art with a partner as the
teacher circulates around the room, recording
4

Type

Writers
notebook

Explanation

Students have a 3 ring binder where they keep

all their writing, informal and final drafts. The
teacher periodically reviews select writing and
has a discussion of strengths and weaknesses.

Examples / Suggestions
information. After polishing up, they can turn
them in.
In the back there is a two column response
page. The teacher can indicate what the
student needs to work on and then the
student indicates in future writing where this
is demonstrated.

Additional
information
Student may use this
notebook for
personal writing as
well. Consider
allowing the student
to keep at the
conclusion of the
year.